Social Representations of Inclusive School from the Point of View of Slovak Education Actors

• Authors: Robert Sabo , Denisa Šukolová , Terézia Vaníková , Katarína Vančíková

Abstracts

EN

The aim of the study was to identify social representations of inclusive school from the point of view of Slovak education actors. Q-methodology (Stephenson, 1953) was used for the purpose of mapping. A set of 57 items was compiled, representatively representing associations with the meaning “inclusive school”. The items were sorted by 32 participants aged from 25 to 58. Five significant factors were identified, which represented various inclusive school representations linked to: 1) tradition of integration, 2) institutional processes of education quality assurance, 3) priority in declaration of pro-inclusive setting, 4) community co-existence, and 5) needs of a modern society. Preliminary interpretation of the representations from the viewpoint of participants’ additional characteristics is described in the discussion.

Keywords

EN

social representations; inclusion; education actors

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2018
• Volume: 54
• Pages: 247-257

Dates

published

2018

Contributors

author

Robert Sabo

author

Denisa Šukolová

author

Terézia Vaníková

author

Katarína Vančíková

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Identifiers

DOI

10.15804/tner.2018.54.4.20

Biblioteka Nauki

1969030